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Inclusion Intervention Worker
37 hours and Permanent S01: £26,999 – £28,785 37 hours all year
S01: £22, 836 – £24, 346 TTO plus 2 days
As Soon As Possible
Everyone a leader, everyone a learner.
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Dear potential candidate,
Are you a leader and a learner? Do you thrive working as part of
a team to achieve a common goal?
Are you hardworking, passionate and committed to ensuring all
our students maximise their
potential? Are you curious and excited by our #LiveLoveLearn
philosophy? If so, then we would love
to hear from you!
It is both an honour and a privilege to be the Headteacher at
Royds. We will always put students at
the centre of everything we do. We are proud of our reputation
as a student-centred learning
community. At Royds, every learner is an individual with a
distinctive personality and characteristics.
Our day to day ethos is symbolised by our hashtag
#LiveLoveLearn. We focus on the whole person, a
sense of togetherness and empowering everyone as a leader and
learner. We place great value on
preparing our students to thrive in 21st century Britain;
together we need to ensure our learners are
equipped emotionally, socially and academically to excel through
their journey at Royds and beyond.
It seems simple and obvious, but there is nothing more important
than the quality of teaching and
learning in our classrooms – every minute, every lesson, every
day. Staff are learners too. We place
significant emphasis on staff development and collaborative
partnerships to ensure what goes on in
our classrooms is as good as it can be.
Staff well-being is very important to us. Happy contented staff
leads to a happy and productive
school. As part of our #LiveLoveLearn ethos we strive to create
a climate where staff are trained
well enough so they can leave, but valued and treated well
enough so they don’t want to leave.
Royds is a happy and vibrant place to work; ‘staff morale is
high’. (Ofsted 2018)
This post presents a rare opportunity to work in a truly
distinctive school. I am confident there has
never been a better time to join Royds. Our recent Ofsted
monitoring visit (December 2019)
recognised that ‘senior leaders and governors are taking effect
action … in order for the school to
become good’. Following a thorough and rigorous inspection, we
have also just achieved the Health
and Wellbeing Good Practice Award and have been accredited with
the Silver Investors in People.
Applications are welcome from candidates who:
▪ Are passionate about teaching and learning.
▪ Have an interest in developing the ‘whole’ child.
▪ Are highly effective practitioners.
▪ Have energy, enthusiasm and enjoy working both independently
and collaboratively.
▪ Are committed to their own professional development and that
of others.
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In return, we can offer you:
▪ A committed and supportive leadership team.
▪ High quality in-house bespoke CPD and collaboration with our
external partners: Red Kite,
PIXL, SISRA and the Leeds Learning Partnership.
▪ A dedicated and friendly staff body.
▪ The opportunity to work with our amazing students.
We are currently redesigning our inclusion provision therefore
this is a fantastic time to join our
team. Our teachers and support staff all play a pivotal role.
You will be listened to - this is a real
opportunity to make a difference. Inclusion will always be at
the core of everything we do, therefore
the Pastoral and Learning support team are a key department in
school whose work is valued and
appreciated by staff and students alike.
Thank you for your expression of interest thus far. I would
encourage you to read our recruitment
information. We would normally urge you to visit the school to
see us in ‘action’, with confidence
that you will receive a warm welcome from our staff and
students. Unfortunately, this is obviously
not possible at present, therefore please contact Gemma
Perry-Wrighton, Inclusion Manager
[email protected] to arrange an informal chat
should you require further
information.
If you are as excited about this opportunity and our journey
ahead as we are, then we look forward
to hearing from you.
Yours Sincerely
Claire Robbins Headteacher
mailto:[email protected]
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Our staff team is our greatest asset; I am incredibly
proud of them and the impact that they have on our
students. Everyone at Royds is a leader and a learner
and we value everyone equally, regardless of the
role.
I would like to thank you for taking the time to read
our application pack, we appreciate that applying for
jobs is a time-consuming process. Please get in touch
if you have any questions.
Recruitment Timeline
Closing Date: Wednesday 30th September 2020
Headteacher’s Welcome
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Inclusion Intervention Worker Job Description
Post Title: Inclusion Intervention Worker
Grade: S01: £26,999 £28,785 full time S01: £22,836 - £24, 346
for term time only plus 2 days
Conditions:
Term time only and permanent. Two additional INSET days or
equivalent must be worked during the academic year. 37 hours per
week which will be 08.00-16.00 hours (15.30 on a Friday) unless
otherwise agreed with he Headteacher.
Accountable to: Responsible to the Headteacher and the Inclusion
Manager
Purpose of the Job
As a school, inclusion lies at the heart of everything we do. At
times, for a variety of different reasons, students struggle to
access the mainstream environment. As part of our graduated
response to inclusion, the school has various provisions on-site to
provide more intense and nurturing support for students displaying
challenging social, emotional and/or behavioral difficulties. This
role involves working under the direction of the Inclusion Manager
in our KS3 and KS4 Pathways provisions. This entails: - Planning
and delivering small group academic intervention. - Being a
champion for our most vulnerable learners; high expectation
combined with unrelenting positive unconditional regard is a must.
- Overseeing day to day pastoral care and attendance - Outreach
work: helping to reintegrate students back into the mainstream
environment.
Values
Our job descriptions and recruitment are structured around the
school values. We expect everyone in our school to be a leader and
a learner; Royds staff must be life long learners who want to lead
and learn and model this for our young people. Our values are
integral to day to day life in our school, but also at the heart of
our school improvement. We therefore seek individuals who
constantly strive to demonstrate the following values:
▪ Aspiration: Dream Big ▪ Resilience: Bounce-back-ability ▪
Respect: Communicate with Kindness ▪ Initiative: Problem Solving ▪
Reflection: Never Stop Learning
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Responsibilities/Key Duties
Academic Intervention and Educational Progress of Students
• Deliver lessons as directed by the Inclusion Manager to small
groups of students.
• Plan and assess learning using the school’s TDAR teaching
methodology.
• Liaise with subject teachers, to ensure students are
completing relevant and appropriate work. This includes meeting
deadlines as appropriate.
• Act as a feedback link between students and staff to ensure
work completed in Pathways is meaningful and that gaps in knowledge
are minimised if and when students return to mainstream.
• Build a profile of resources for core subjects to ensure there
is always appropriate and relevant work for students to complete if
they ‘drop-in’ to Pathways for short term immediate respite.
• Use the Pathways’ rewards and consequences system to encourage
students to make appropriate choices.
• Work with the Inclusion Manager to build a broad understanding
of learning journeys for each curriculum area.
Pastoral Care, Attendance and Safeguarding
• Facilitate and oversee a breakfast club for identified
students from 8am to ensure students are fed, equipped, calm and
ready for the day ahead.
• As part of the inclusion team, check in with key cohort of
identified students to ensure they are in school and ready to
learn.
• Contact home or inform the attendance office/Inclusion Manager
before 8.45 if students with identified safeguarding needs do not
arrive,
• Identify barriers to learning for students accessing Pathways
provision through 1:1 discussion with learners and where
appropriate parents and carers.
• Facilitate students using Haven as a safe space and encourage
the use of independent self-regulation strategies.
• Maintain a welcoming yet purposeful learning environment.
• As a member of the inclusion team, take a lead role with
recording any causes of concern for students with identified with
students accessing Pathways.
Inclusion Champion
• With the Inclusion Manager devise appropriate reintegration
plans with students to plan a
path back into mainstream. This will entail:
- Liaising with teaching staff - Updating student profiles where
applicable - Facilitating restorative conversations - Creating
weekly RAG rated timetables - A weekly review with individual
students - Regular (often daily) contact with parents/carers
• Organise and deliver enrichment activities beyond the school
day for identified vulnerable learners, such as cooking club/arts
and crafts to help develop life skills and facilitate enjoyment of
key activities.
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• Deliver 1:1/small group sessions in Pathways to help students
accessing the provision learn to manage their
anxiety/anger/heightened emotions to develop improved coping
strategies and self-regulation.
• Accompany students, as a trip leader, to vocational placements
such a Motor Vehicle, Hair and Beauty or Construction courses
facilitated off-site.
• Be the epitome of resilience.
Outreach Work
• Liaise with Learning Managers to facilitate successful
pastoral support back into mainstream.
• Accompany students to mainstream lessons tom facilitate
successful reintegration.
• Work with the Inclusion Manager and SENCO to develop and
update relevant and meaningful student profiles to support and
advise mainstream staff of successful strategies to overcome
barriers to learning.
• Liaise with the Family Support Worker where necessary to
provide a link between home and school
• Support with Cluster referrals where necessary
• Provide Early Help guidance and support for students who
access Pathways on a permanent basis.
Personal Development and Conduct
▪ Liaise with relevant members of the staff to providing and
efficient service to the school ▪ Manage and prioritise your own
workload in line with service requirements. ▪ Share corporate
responsibility for the implementation of school policies and
practices. ▪ Be a role model for students through personal
presentation and professional conduct. To
contribute to the ethos of the school, in all areas of contact
and responsibility, in relationships with staff and students.
▪ Establish effective working relationships with professional
colleagues. ▪ Attend and participate in regular meetings, and in
training and other activities as required. ▪ Attend meetings with
line managers as required. ▪ Demonstrate a commitment to continuous
development, identify opportunities for
professional development and undertake training opportunities
where appropriate. ▪ Ensure promotion and support of Equal
Opportunities and Health and Safety. ▪ Present a positive personal
image, contributing to a welcoming school environment. ▪ Maintain
confidentiality inside and outside the school. ▪ Any other duties
as required by the Headteacher.
Safeguarding
▪ Ensure appropriate / relevant safeguarding policies and
measures for all staff and students are in place and reviewed.
▪ Contribute to the safeguarding and promotion of the welfare
and personal care of children and young people with regard to
safeguarding procedures.
▪ Be aware of and comply with policies and procedures relating
to child protection, health and safety, security and
confidentiality, reporting all concerns to an appropriate
person.
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Relationships
The post-holder will be required to work flexibly to deliver an
efficient service. There will be regular contact with students,
colleagues, other members of staff, line managers and internal and
external customers.
Physical Conditions
The post is currently based at Royds School which has access by
stairs and is accessible by disabled persons to the ground floor by
a portable ramp on request. The school operates a non-smoking
policy.
Economic Conditions
Grade: S01
Conditions: Local Agreement for Superintendents and NJC
Conditions apply
Safeguarding
Royds School is committed to safeguarding and promoting the
welfare of children and young people and expects all staff and
volunteers to share this commitment. This post is subject to an
enhanced Disclose and Barring Service check and Prohibition List
check.
Prospects
Whilst there is no automatic progression to any more senior
posts, opportunities do exist for advancement and promotion,
dependent upon normal staff movements and on the capabilities of
the individual post holder. The school encourages training both
in-house and external to meet the needs of the individual and of
the school.
Conclusion
The job description is current but recognises that while every
effort has been made to explain the main duties and
responsibilities, each individual task may not be identified. It is
recognised that technological changes and advancements make it
impossible Therefore, in consultation with the post holder, it may
be amended to reflect or anticipate the changes in the role.
Job description prepared by: Kate Davison 15/09/20
Job description reviewed by: Claire Robbins 15/09/20
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Inclusion Intervention Worker Employee Specification
Post Title: Inclusion Intervention Worker
In order to effectively undertake the responsibilities required
for the above role (see job description), the attributes below have
been identified as important for the post holder. These attributes
will be identified by means of the application, interview and
references as appropriate.
Mo
de
of
Ass
essm
en
t
A = Application, I = Interview, C = Certificate, O =
Observation, T = Task
Esse
nti
al
De
sira
ble
Qualifications
A Demonstrable levels of numeracy and literacy equivalent to
GCSE (A-C).
X
A I Good general education minimum NVQ Level 3/ degree level or
an appropriate equivalent standard.
X
Experience
A I Experience of working with children or young people with
challenging behaviour of a relevant age.
X
A I Experience of meeting the needs of the full range of
learners and implementing effective strategies to develop
independent learning for all students.
X
A I Evidence of some training or experience in the relevant
learning strategies e.g. literacy, behaviour or anger
management.
X
A I Experience of working with students with additional needs
X
A I Contributing and construction of Individual Education and
Behaviour Support Plans.
X
A I Experience of working effectively with children, young
people and families in challenging circumstances.
X
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Mo
de
of
Ass
essm
en
t A = Application, I = Interview, C = Certificate, O =
Observation, T = Task
Esse
nti
al
De
sira
ble
Skills
A T I Effective use of a range of appropriate behaviour
management techniques/strategies with children.
X
I Ability to analyse and interpret data. X
A I Ability to work with students and have a real interest in
the issues faced by this age group.
X
A I Ability to identify and plan effective actions for students
at risk of underachieving.
X
A I Effective oral and written communication skills. X
I Excellent interpersonal skills both in working relationship
with young students and in forming effective professional
relationships with a wide range of contacts.
X
I Have an empathy and understanding of the needs of vulnerable
children and their families.
X
A I Understand and respond to the range of factors that create
stress for children and families.
X
A I Work as part of a team but take initiative and work
independently when needed.
X
I Take responsibility for the quality of work acknowledging
mistakes, find solutions and learning from the experience.
X
Knowledge
A I Knowledge of the relevant learning strategies or behaviour
strategies e.g. literacy, behaviour, and anger management.
X
A I Full working knowledge of relevant polices/codes of practice
and awareness of relevant legislation
X
A I Working knowledge of national curriculum and other relevant
learning programmes
X
A I Understanding of principles of child development and
learning processes and in particular, barriers to learning.
X
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Mo
de
of
Ass
essm
en
t A = Application, I = Interview, C = Certificate, O =
Observation, T = Task
Esse
nti
al
De
sira
ble
Personal Attributes
A I Work well as a part of a team, as well as on your own
initiative X
A I A respect for sensitive and confidential work. X
A I Commitment to inclusive education. X
A I The willingness to engage with appropriate training
opportunities to promote professional effectiveness in this
role.
X
A I Commitment to high educational, professional and personal
standards.
X
A I Willing to take personal responsibility and abide by the
School's Equal Opportunities and Health and Safety Policy.
X
A I Be a good role model to children and families. X
Safeguarding Children
A I Ability to maintain appropriate relationships and personal
boundaries with children and young people.
X
A I Emotional resilience when working with challenging
behaviours and appropriate attitude to the use of authority to
maintain discipline.
X
A I Understanding of the importance of safeguarding and child
protection and its impact on this role.
X
Royds School is committed to safeguarding and promoting the
welfare of its students and expect all staff and volunteers to
share the commitment. Appointments will be subject to an enhanced
DBS with barred list check as well as a Prohibition List check.
Job description prepared by: Kate Davison 15/09/20
Job description reviewed by: Claire Robbins 15/09/20
